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Books > Social sciences > Education > Higher & further education > Students / student organizations
Marginalization of groups transpires when a dominant group
precludes a group of individuals from participating in activities
or gaining access to services. As the global economy and
technologies have significantly changed, it has been assumed that
equal access to educational opportunities would be more readily
available for traditionally ostracized groups. In contrast, the
opposite has occurred: the exclusion from educational, social, and
political activities among marginalized groups has become much more
pronounced, necessitating the imperative for a new moral dialogue
among teachers and teacher educators. Critical Essays on the New
Moral Imperative for Supporting Marginalized Students in PK-20
Education provides relevant theoretical frameworks and the latest
empirical research findings in the area of social justice and
critical pedagogy as it relates to teaching culturally,
economically, ethnically, socially, or other marginalized PK-20
student populations. This book highlights a variety of topics such
as educational technology, ethical theory, and digital agency. It
is ideal for teaching professionals, pre-service and in-service
teachers, educational researchers, administrators, sociologists,
teacher preparation faculty, and students.
What does it mean to be a civic actor who is Black + Young + Female
in the United States? Do African American girls take up the civic
mantle in the same way that their male or non-Black peers do? What
media, educational, or social platforms do Black girls leverage to
gain access to the political arena, and why? How do Black girls
negotiate civic identity within the context of their racialized,
gendered, and age specific identities? There are scholars doing
powerful work on Black youth and civics; scholars focused on girls
and civics; and scholars focused on Black girls in education. But
the intersections of African American girlhood and civics have not
received adequate attention. This book begins the journey of
understanding and communicating the varied forms of civics in the
Black Girl experience. Black Girl Civics: Expanding and Navigating
the Boundaries of Civic Engagement brings together a range of works
that grapple with the question of what it means for African
American girls to engage in civic identity development and
expression. The chapters collected within this volume openly
grapple with, and disclose the ways in which Black girls engage
with and navigate the spectrum of civics. This collection of 11
chapters features a range of research from empirical to theoretical
and is forwarded by Black Girlhood scholar Dr. Venus Evans-Winters.
The intended audience for this volume includes Black girlhood
scholars, scholars of race and gender, teachers, civic advocacy
organizations, civic engagement researchers, and youth development
providers.
Historically, African American communities were marked by a strong
sense of community, promoted by limited resources and racial
segregation. However, with integration, African American
populations grew less concentrated in the same areas, and this
population of people began to rely less on each other. In an effort
to attain equality, which still at times feels elusive and
challenged, the sense of community and impact of education once
prevalent among African Americans has suffered. Fostering
Collaborations Between African American Communities and Educational
Institutions is a pivotal reference source that explores
pre-segregation experiences of community and education, as well as
the changes among HBCUs and public education in predominately
African American and poor areas. The book sheds light on the
relationship between racial and educational disparities and reveals
the impact of community and cultural co-dependence in moving
African Americans toward a more socially equitable place within
American culture. Covering topics such as the achievement gap,
community relationships, and teacher education, this publication is
ideally designed for educators, higher education faculty, HBCUs,
researchers, policymakers, non-profit organizers, historians,
sociologists, academicians, and students.
Education policies have too often ignored how conditions outside of
school can alter life chances for young people, especially students
of color, before they even reach the classroom. More recently,
COVID-19 has made it impossible to overlook the needs of the whole
child, both inside and outside of school. The authors assert that
responding to a number of factors like air quality, housing, public
health, community safety, segregation, and neighborhood conditions
are essential to improving academic outcomes and student health.
Our Children Can't Wait urges readers to reconsider what education
policy is, what it could be, who it is for, and who should be
directly shaping it at all levels of government. Experts present a
new equity roadmap by bridging scholarship, ideas, and original
thinking on education policy as a vehicle for setting a redemptive
path forward for reckoning with race in America.Book Features:
Presents a new, evidence-based blueprint for addressing persistent
gaps in education opportunity through a number of interrelated
social policies. Includes contributing authors from 17
organizations and universities, representing a powerful national
network of scholars. Goes beyond diagnosing or identifying
challenges to present solutions in the form of tools and promising
models. Offers strategies for preventing more students from
experiencing homelessness or entering the criminal justice system
through strategic investments. Addresses timely issues that are in
the hearts and minds of many key stakeholders in no small part due
to the COVID-19 pandemic.
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